When you think of the word “protest,” what does it mean to you?
Marching at a rally with a sign?
Participating in a “walk out” at school?
Wearing a shirt or hat with a message?
Correcting people on their biases?
Donating money to organizations?
A new temporary exhibit now on view in Henry Ford Museum of American Innovation, Quiet & Loud Protest, explores this question by demonstrating the ways that protest can be both loud and quiet.Throughout history, people have found different ways to advocate for change, whether marching in the streets or finding quieter ways to be an ally. Both are valuable in drawing attention to injustices. The exhibit draws together a small selection of recent acquisitions that showcase how artist-activists have used graphics to demand change and organize communities. The content of the exhibition is replicated in this post (with slightly expanded descriptions) for those unable to see it in person.
Amos Paul Kennedy, Jr.
Amos Paul Kennedy Jr. has generously donated several prints to the collections of The Henry Ford. These examples feature quotes attributed to George Washington Carver and Rosa Parks—two advocates for change who are prominent in our collections. / THF626953 (top), THF626939 (bottom)
These letterpress prints are by Amos Paul Kennedy, Jr., who relocated to Michigan from the South in 1963 with his parents. In junior high, he experienced racism from teachers who presumed he was uneducated and poor because he was Black.
At the age of 40, Kennedy visited Colonial Williamsburg while on vacation with his family and was so enamored with the letterpress and bookbinding demonstrations being given by historical reenactors that he went home and began to take classes at a community print shop. His love for the medium grew to the point where he made the decision to leave his career as a corporate computer programmer at AT&T so that he could focus on printmaking full time.
He went on to earn an MFA in Fine Arts and taught in university art programs. When Kennedy left academia, he adopted the historical role of an iterant printer, travelling through the American South to different print shops, learning about print media and developing his style over the course of many years. Kennedy sometimes describes himself as a “humble Negro printer” and wears bib overalls with a pink dress shirt. By doing this, Kennedy confronts people with their biases, causing them to question race, language use, and class. In 2013, Kennedy moved to Detroit, where he operates Kennedy Prints today.
Kennedy is known for his prolific output of vibrant letterpress prints that address cultural biases and social justice issues. Many of his prints feature quotes by Black civil rights activists and abolitionists, scientists and innovators, and literary figures, as well as traditional African proverbs. In an interview with the Library of Congress in January 2020, Kennedy said:
“People sometimes classify me as a political artist, and I find that amusing because when I was young, I was told that everything you do is political […] I print the things that reflect the way that I want the world to be. I think that people who say they are not political in their work fail to recognize that ‘not being political’ is a political act.”
Kennedy refuses to call himself an artist and sells his work at affordable prices to make it more accessible. Thanks to the power of the multiple, Kennedy can use printmaking to spread messages of hope widely—to reflect exactly the type of world that he wants to live in.
Photo by Kristen Gallerneaux
Many people imagine the life of a Catholic nun as quiet and contemplative. Sister Mary Corita Kent challenged this notion. In 1936, after graduating high school, she joined the Order of the Immaculate Heart of Mary—a progressive Catholic convent and college in Los Angeles—where she taught art until 1968.
In the mid-1960s, Corita became famous for her colorful screenprints inspired by social justice issues, religious scripture, advertising, popular music, and literature. Her most celebrated prints are text-heavy and vibrant, layering blocks of bright color and DayGlo ink with high-key photographic imagery and words that twist around the page.
Detail of Quiet & Loud Protest exhibit with Corita Kent’s “my people” print. / Photo by Kristen Gallerneaux
Her print “my people” pairs a newspaper clipping about the 1965 Watts Uprising with a quote from Maurice Ouellet, an outspoken priest involved in the Civil Rights Movement in Selma, Alabama. Part of the quote Corita included reads: “Youth is a time of rebellion. Rather than squelch the rebellion, we might better enlist the rebels to join that greatest rebel of his time—Christ himself.” And in an oral history, Corita herself said: “I feel that the time for physically tearing things down is over. It’s over because as we stand and listen, we can hear it crumbling from within.”
Corita Kent’s print “You Shoot at Yourself, America” was created in response to the 1968 assassination of Robert F. Kennedy. It features a poem by Yevgeny Aleksandrovich. / THF189649
Corita Kent’s print “Road Signs (Part 1 & 2)” features text excerpted from Walt Whitman’s Leaves of Grass. / THF189650
Corita encouraged collaboration and “presence” among her students and encouraged them to balance awareness of political issues with finding joyful moments—even during dark times. Many important designers and creative thinkers visited her classroom, including Buckminster Fuller and Charles and Ray Eames. Artist Ben Shahn once called her “a joyous revolutionary” and in the media she was styled as a radical “pop art nun.”
Art was a Corita’s way of protesting through LOUD colors and bold designs.
During the height of Corita’s fame, the Catholic Church was reassessing many of its traditions, striving for unity and modernization under Vatican II. And yet not everyone agreed. In 1967, the Los Angeles archdiocese and Archbishop James McIntyre claimed the Immaculate Heart Community’s (IHC’s) approach to education was “communist” and referred to Corita’s work as being “blasphemous.” When the IHC sisters were ordered to end the liberating “renewal innovations” they had come to enjoy—or be asked to leave their teaching posts—many asked to be released from their vows and left in protest.
Corita’s decision to leave the order came a little sooner. In 1968, exhausted from an intense schedule and censorship from the church, Corita took a sabbatical. At the end of her time away, she left the Order and moved to Boston. There, she continued to receive commissions and to create art such as painting the Boston Gas Company’s tanks and designing the iconic “Love” postage stamp.
Angela Davis is an activist, educator, and scholar who was a member of the Communist Party USA and the Black Panther Party. In 1970, Davis was placed on the FBI’s “Most Wanted” list. Guns registered to her name were used in a fatal attempt to free the Soledad Brothers during a courtroom trial. Davis was not present at the event. She fled police, fearing unfair treatment. After her capture, she spent 18 months in prison until being cleared of charges.
For some people, Davis is a controversial figure who believed in non-peaceful protest. To others, she is an inspiration as an outspoken supporter of women’s and civil rights, prison reform, and socialism. In recent years, she came out as lesbian and advocates for LGBTQ+ rights as well as those of Palestinian people.
The following artifacts relate to the impact of Angela Davis’s activism, past and present.
Vermont S. Galloway—a WWII veteran—made this “FBI Captures Angela” screenprint at Westside Press to advocate for Davis’s freedom. Galloway was fatally shot by the Los Angeles Police Department in 1972. / THF277084
A parade flier documents the international “Free Angela” movement. The reverse side shows the planned route through Oakland, California. / THF627614
“13 Questions…” was the first interview with Davis while she was incarcerated. Her discussion with Joe Walker covers topics such as the surveillance of Black people, legal corruption, solidarity, and dismal prison conditions. / THF627594
An illustration by Akinsanya Cambon advertises the Black Panther Party’s newspaper and the “Free Breakfast for Children Program,” using Davis’s name. / THF627598
Davis appears in a poster by Tongva artist Mer Young for the Amplifier Foundation. This poster shows the continued impact of Davis’s legacy and was created to encourage Black and Indigenous voting in the 2020 election. / THF626361
Listening to Our Community
In 2021, The Henry Ford began to seek community feedback for ways to update and improve our permanent exhibit With Liberty and Justice for All. This work is continuing in 2022.
Stories of movements, social innovators, and political history are difficult to fully capture in museum labels. There is always too much to tell in 100 words or less. To address this, throughout the display of this exhibit, we will be inviting several community partners to contribute their own labels, in their own voices, to foreground the issues they believe matter the most.
Kristen Gallerneaux is Curator of Communications & Information Technology at The Henry Ford. Quiet & Loud Protest is on view in Henry Ford Museum of American Innovation until March 31, 2022.
Guests of Henry Ford Museum of American Innovation and Greenfield Village have been captivated by our various dramatic programs for decades at The Henry Ford. And Anthony Lucas’ performances as an historical actor have been essential in bringing our stories to life throughout many time periods and historical contexts. I had the honor of sitting down with Anthony, 2010 winner of The Henry Ford’s Steven Hamp Award, to chat about his 20 years of theatrical work at The Henry Ford.
You’ve been performing at The Henry Ford since the fall of 2000. What was your first project here?
I started as a replacement actor when another actor was out sick, and I performed in a program called “Gullah Tales” near the Hermitage Slave Quarters. After this, they called me back to do more performances.
How did you get into acting and what inspired you to act?
My interest to become an actor goes back to when I was five years old, believe it or not. I used to watch a gentleman named Bill Kennedy, a local TV host in Detroit who would show a lot of black-and-white Hollywood movies on Sunday afternoons. I would watch actors like James Cagney, and I said in my mind: “Wow, I want to do that!” I have a lot of favorite actors, but James Cagney was the first one because of his energy and his versatility. He could play a lot of different roles other than playing the bad guy. All the movies I watched on Bill Kennedy at the Movies were very entertaining, and they made a big impression upon me, including all the musicals and the films that starred Shirley Temple, Humphrey Bogart, Edward G. Robinson, and Bette Davis—the Golden Age of Hollywood.
What were your first theatrical roles and when did you perform them?
I really didn't get the opportunity to act until at the end of the 11th grade in high school. The following year, I did two plays. One was kind of a historical play dealing with Black history. It was called “In White America,” and it was a series of vignettes and monologues about civil rights and the Black struggle for freedom in the United States. And the other play was a kind of comedy farce called “Day of Absence.” The story took place in the South, and it dealt with what would happen if one day all the Black folks had suddenly disappeared. My performances took place in the early 1970s. We were coming right out of the sixties with the civil rights movement and the Black power movement. And so that was my start. I went on to study theater at Western Michigan University and performed in various shows with Detroit Repertory Theatre and Plowshares Theatre Company.
“Elijah: The Real McCoy” program in the museum. / Photograph by Kristina Sikora (KMS Photography)
You’ve performed in several programs at The Henry Ford, which we’ll get into in a moment. But first, which one stands out as your favorite?
I love all the shows that I do, but one of my most favorite programs is “Elijah: The Real McCoy,” which I performed in both the village and museum. Elaine Kaiser, who has since retired [as Manager of Dramatic Programs at The Henry Ford], wrote it brilliantly. She wrote it for me to perform at Discovery Camp. Every show was very rewarding, and I just loved working with the kids during camp and seeing them at shows. The story starts with Elijah McCoy as a young kid, and the scenes travel through his achievements and struggles until he reaches his success as an inventor, and then into his old age. I loved to perform each stage of his life and see the kids’ reactions.
Photograph by Kristina Sikora (KMS Photography)
Have there been any challenges you’ve encountered while performing?
Well, here’s a story that’s kind of funny. One summer in the village, I was very busy. While I was at Town Hall doing a couple of Elijah McCoy shows, I would need to change into a different period costume and get to Susquehanna Plantation to do “North Star Tales” as fast as I could. And then I would hurry up and go back to Town Hall, change, and do another Elijah McCoy. Thankfully, Elaine Kaiser loaned me her bike, so I could ride it between shows. So, it was quite exciting!
“How I Got Over” program at Susquehanna Plantation. / Photograph by Roy Ritchie
I’ve attended your performances at Susquehanna Plantation many times and have always been inspired when participating with other guests as we jumped from the porch steps yelling, “Freedom!” How long have you been performing at Susquehanna, and are there any other similar programs you perform in?
There were a few different shows we did at Susquehanna, and they go back to 2003, right after the renovation of the village. There is “How I Got Over,” “Tally’s Tales,” and a newer version called “North Star Tales,” which were all themed around the stories of slavery and endurance on the plantation. Last year in 2021, I narrated the North Star Gospel Chorale’s performance on the porch of Susquehanna as part of Salute to America: Summer Stroll. That was the first year, and it was really a great experience. We really enjoyed that. It's really a powerful show and I was happy to be a part of that. The Chorale also performed in the museum in February 2020, right before the pandemic, which was livestreamed on Facebook.
You are also a big part of the “Minds on Freedom” program in the museum. When did that start and how did it develop?
Yes, this program started in 2004, and it was a combination of two shows—a musical act, and then a dialogue part about the Civil Rights Movement. It was merged into one show called “Minds on Freedom,” which was performed in the museum around our Celebrate Black History program in February. There was also our special celebration of the Emancipation Proclamation in June 2011, which I enjoyed being a part of. And during the National Day of Courage, celebrating Rosa Parks’ 100th birthday on February 4, 2013, I performed Martin Luther King, Jr.’s “I’ve Seen the Mountain Top” speech. That's always an honor any time I get a chance to express the words of Dr. King. He was a great man, a great orator, a great minister, and a great leader. And he gave his life for us to believe them. So any time you try to deliver his speeches, you’re never going to be like Dr. King. But I use my own approach and try my best to get the spirit across.
“Elijah: The Real McCoy” program in the museum. / Photographs by Kristina Sikora (KMS Photography)
Many guests are familiar with your performances at our Hallowe’en in Greenfield Village and Holiday Nights in Greenfield Village events. How and when did these roles begin?
Oh, yeah, performing “The Tell-Tale Heart” by Edgar Allen Poe goes way back with me, because it was one of the first dramatic readings I recited in high school. My mother coached me. I think if my mother had pursued acting, she may have been a pretty good actress. She helped me bring the story to life. Around 2003, Elaine Kaiser asked me to dramatize this short story for Hallowe’en from the point of view of a murderer descending into paranoia, haunted by the thumping sound of the murdered man’s heart. The program is different from Holiday Nights, because I have set times for shows. So I usually don't have a chance to interact with the audience in-between shows as much as I would like. Interacting with the audience afterwards whenever possible is a special part of being there. I'm not there just because I'm an actor to do shows. I'm there to be a part of The Henry Ford and to interact with the guests and help create that experience for them. It’s very special, unique, and moving to interact with the guests. So that's how I approach it.
I started performing at Holiday Nights just before I performed at the Hallowe’en event. Initially around 2003, I was working with a few other actors, and we were moving around the village doing a variety of poems and Christmas carols. And it was around 2004, I performed Clement Clarke Moore’s “A Visit from Saint Nick,” which we generally call “The Night Before Christmas.” I performed it as a solo act and was relocated outside of Town Hall and later to a warming fire. It’s developed into a very special event because of how guests react. There was one guy who proposed to his girlfriend at my warming fire. There are so many people with stories of their own, making Holiday Nights and the village a big part of their lives. Holiday Nights is a whole story in itself. I started adding an introduction to the performance rather than just solely dramatizing the poem. I started talking about Christmas in early America. And then I would ask guests about all the different holiday foods and dishes they like, and finally I would ask: Do you like Christmas cookies? I would then ask the big question: Do you have any with you tonight?
After this, guests started bringing me Christmas cookies every year. I come home with all sorts of cookies, sugar cookies, and chocolate chip cookies and all. Oh, yeah, it's funny. But it's great, though, because people come year after year and sometimes they tell me they used to bring their children and now they're all grown up. I'm like, wow, this is a reminder of how long I've been doing it. And it's so rewarding; sometimes I look out and see people that are moved. They get emotional and so it's wonderful. And the children are the best, they can just make you feel like a million bucks. In December 2020, I recited “The Night Before Christmas” for a video during the pandemic. That was a real different take on it because they had me come in and sit down and have a storybook in my hand. So I had to rework it so it could fit that format. And I like that too. It was very comfortable and warm. That was a real nice change of pace.
“The Tell-Tale Heart” program at Hallowe’en in Greenfield Village. / Photograph by Kristina Sikora (KMS Photography)
Do you have any other stories about interacting with guests you’d like to share?
Sure. I was performing Elijah McCoy at the Town Hall one day, and there is a point where I would walk up the steps of the stage. I was playing the elderly Elijah, and I asked for volunteers from the audience to help me up the steps. So, this one little girl came up to me and she said: your tie is crooked. And she starts straightening my tie. Sometimes you just have to roll with it. That was a beautiful moment.
Another time, there was this couple that followed my shows. They took pictures of me performing Elijah McCoy in the village and “Minds on Freedom” in the museum, and other performances. The wife put together a scrapbook of their photos, and it had all these pictures and a beautiful cover. They gave it to me as a gift. I was just so speechless, you know, that they took time to create it over several months, putting this book together. I was very moved by it.
Amy Nasir is Digital Marketing Specialist and former Historical Presenter in Greenfield Village at The Henry Ford.
In the fall of 2020, for the first time, an entire generation started school on a screen. As the new coronavirus abruptly cut many of us off from the world outside our homes, for those of us fortunate enough to enjoy digital communication tools, the Internet has become one of the most essential tools for surviving the COVID-19 pandemic. As sci-fi and scary as this may seem, there is also an opportunity here to transform—again—the Internet.
As COVID-19 continues to dramatically upend our lives, an ever-evolving digital world pushes us to rethink the purpose of the Internet and challenges us to re-create our digital and political lives as well as the Internet itself. The challenge is ensuring that all people will have the skills, knowledge and power to transform the Internet and shift its dependence on a commerce- and clickbait-driven economic model to become instead a universally guaranteed utility that serves people’s needs and allows creativity to flourish.
This challenge has been a long time coming. Before the COVID-19 pandemic, the Internet was on questionable ground. In early 2020, misinformation campaigns, privacy breaches, scams, and trolls proliferated online. When COVID-19 hit and the world was forced to shift the important tasks of daily life online, we saw (again) how digital inequalities persist—forcing poor and vulnerable communities to rely on low-speed connections and cheaper devices that can’t handle newer applications.
The Internet is a reflection of who we are as a society. We know that there are people who scam and bullies who perpetuate injustice. But there is also beauty, creativity, and brilliance. The more perspectives there are shaping this digital era, the more potential we have to tap the best parts of us and the world.
There is no silver bullet that will keep violence or small-mindedness at bay—online or off—but I know from 13 years of working on digital justice in Detroit that teaching technology is the first step toward decolonizing and democratizing it.
A City’s Story
Over the years, Detroit has faced many economic hardships, which has meant that digital access has too often taken a back seat. Bill Callahan, director of Connect Your Community 2.0, compiled data from the 2013 American Community Survey and found that Detroit ranked second for worst Internet connectivity in the United States.
Following that report, in 2017 the Quello Center of the Department of Media and Information at Michigan State University reported that 33% of Detroit households lacked an Internet connection, fixed or mobile. Yet the world had already moved online.
By 2011, many government agencies had transitioned away from physical spaces, making social services only accessible via the Internet. My colleagues and I at Allied Media Projects (a nonprofit that cultivates media strategies for a more just, collaborative world) understood that access to and control of media and technology would be necessary to ensure a more just future. As Detroiters, we needed to figure out how to create Internet access in a city that was flat broke and digitally redlined by commercial Internet providers. We also needed to address the fact that many Detroiters who had never before used digital systems had a steep learning curve ahead of them.
The question we asked our communities, and answered collectively, originated from and addressed Detroit’s unique reality: What can the role of media and technology be in restoring neighborhoods and creating new economies based on mutual aid?
Illustration by Sylvia Pericles.
To answer this question, the concept and practice of community technology—a method of teaching and learning technology with the goals of building relationships and restoring neighborhoods—emerged. If we want to harness the potential of the digital future ahead of us, we need to reshape our current relationships with the digital world. We need to understand how it works, demand our rights within it, and be aware of how digital tools shape our relationships with each other and with the larger world. Ultimately, the goal of community technology is to remake the landscape of technological development and shift the power of technology from companies to communities. The place where this begins is by rethinking our digital literacy and tech education models.
Community technology is inspired by the citizenship schools of the Civil Rights movement. Founded by Esau Jenkins and Septima Clark on Johns Island, South Carolina, in the 1950s, citizenship schools taught adults how to read so that they could pass voter-registration literacy tests. But under the innocuous cover of adult-literacy classes, the schools actually taught participatory democracy and civil rights, community leadership and organizing, practical politics, and strategies and tactics of resistance and struggle.
I saw a through line from the issues that encouraged citizenship schools to emerge in the 1950s to the struggles that Detroit faced in the early 2000s. In the 21st century, communities with high-speed Internet access and high levels of digital literacy enjoyed a competitive advantage. The denial of these resources to low-income and communities of color compounded the existing inequality and further undermined social and economic welfare in those neighborhoods.
Like the citizenship schools, community technology embraces popular education, a movement-building model that creates spaces for communities to come together in order to analyze problems, collectively imagine solutions, and build the skills and knowledge required to implement visions. This educational model structures lessons around the goal of immediately solving the problem at hand. In the citizenship schools, lessons were planned around the goal of reading the U.S. Constitution. Along the way, participants developed the profound technical and social skills needed to solve the problem.
In 2008, when I first started teaching elders in Detroit how to use and understand the Internet, it was always hard to know where to start. There were so many things to do online. The first question I asked was: “What do you wish you could do with the Internet?” Oftentimes, folks wanted to be able to view images of their grandchildren that had been sent to their email, or they would want to communicate with loved ones across the seas. It would be nearly impossible for me to teach a class that attended to all of those individual needs while keeping everyone engaged.
I wondered: If I taught problem-solving rather than teaching technology, could I support the same elder who couldn’t view a digital photo of their grandchild to build and install Wi-Fi antennas and run an Internet service provider (ISP) in their neighborhood?
As impossible as that may sound, it worked. In 20 weeks, I saw former Luddites work with their neighbors to build wireless networks. This curriculum went on to shape the Equitable Internet Initiative, which has trained over 350 Digital Stewards throughout Detroit, New York, and Tennessee.
Illustration by Sylvia Pericles.
Over the eight years I ran the Digital Stewards Program, what I realized is that relevance can engage someone to learn, but curiosity is what cultivates the kind of lifelong learning that leads to liberation.
Citizenship schools remind me that liberation is not a product of having learned a skill but rather the continued ability to participate in and shape the world to meet your and your communities’ needs. Becoming a lifelong learner of technology—and aspiring constantly to use it for liberatory ends—is essential because technology is constantly changing.
Every software program I ever learned in college is now obsolete. To meaningfully participate in the digital era, we need to be able to adapt technology to meet our needs rather than change ourselves to adapt to new technologies.
In order to cultivate the agency and self-determination necessary to rescue this digital era from corporations and trolls, we will need to change how we as a society pass on knowledge and how—and for whom—we cultivate leadership and innovation. Too often, technological knowledge is presented as a pathway for individual advancement through participation in a digital economy that further consolidates power and wealth for corporations. During this time of physical isolation, how do we change the experience of being forced into endless video meetings and classrooms into something more like inhabiting and co-creating a digital commons? Can we create environments that allow people to engage with technology from a community context rather than as distanced individuals stuck staring at our screens?
The Internet’s culture is currently being shaped by corporations. Social media platforms, ISPs, and algorithms control our movements through almost all online space. Can we remake the Internet into a community that we can all inhabit, and move away from the metaphor of the Internet as an information superhighway? Perhaps we can begin to build the equivalent of sidewalks, public parks, and bike lanes.
As a generation faces an unprecedented year of school online, we would be wise to realize that this is an opportunity for all of us to learn together and become both more critical of how we engage technology and more aware of what we see is lacking. How do we want to form a community online, navigating, creating, and adapting online spaces for our collective survival?
Perhaps, unwanted though it is, the global pandemic can inspire us to finally create a digital world that is befitting of our time and presence there—and can inspire the justice, equality, and hope that our IRL world so badly needs right now.
This post was adapted from an article by Diana J. Nucera that originally appeared in the January–May 2021 issue of The Henry Ford Magazine. Nucera, aka Mother Cyborg, is an artist, educator, and community organizer who explores innovative technology with communities most impacted by digital inequalities. Post edited by Puck Lo; illustrations by Sylvia Pericles.
The story of Frederick Douglass’s life is, at turns, tragic and awe-inspiring. He is a testament to the strength and ingenuity of the human spirit. The Henry Ford is fortunate to have some materials related to Douglass, as well as to the many areas of American history and culture he touched. What follows is an exploration of Frederick Douglass’s story through the lens of The Henry Ford’s collection, using our artifacts as touchpoints in Douglass’s life.
This portrait of Douglass was taken circa 1860, around the time Abraham Lincoln was elected the 16th president of the United States. /THF210623
Early Life & Escape
Born into slavery in Talbot County, Maryland, Frederick Douglass was named Frederick Augustus Washington Bailey by his enslaved mother, Harriet Bailey. Tragically, Douglass only saw his mother a few times before her early death, when Douglass was just seven years old. Though he had few memories of his mother, he recalled her fondly and was proud to learn that she also knew how to read. He wrote that he was “quite willing, and even happy, to attribute any love of letters I possess” to his mother. Few enslaved people could read at that time—Douglass’s pride in his mother was certainly justified.
In 1826, Douglass was sent to Baltimore, Maryland, to live with the family of Hugh and Sophia Auld—extended family of his master, Aaron Anthony. This move to Baltimore would be transformative for Douglass. It not only exposed Douglass to the wider world, but was also where Douglass learned to read.
Douglass was initially taught to read by Sophia Auld, who considered him a bright pupil. However, the lessons were put to a stop by Hugh Auld. It was not only illegal to teach an enslaved person to read, but Hugh also believed literacy would “ruin” Douglass as a slave. In a sense, Douglass agreed, as he came to understand the vast power of literacy. Douglass would later remark that “education and slavery are incompatible with each other.”
Douglass was determined to read. He “converted to teachers” some of the friendlier white children in the neighborhood. They showed him a school reader entitled The Columbian Orator, by Caleb Bingham, that he came to rely upon. In 1830, he purchased his own copy for 50 cents. The book—a collection of exceptional oration, poems, dialogue, and tips on the “art of eloquence”—became a great inspiration to Douglass. He carried it with him for many years to come.
“The Columbian Orator” features a discussion between an enslaved person and their master which impressed Douglass. The enslaved person’s dialogue—referred to as “smart” by Douglass—resulted in the man’s unexpected emancipation. / THF621972, THF621973
As recollected in his first memoir, Narrative of the Life of Frederick Douglass, an American Slave, published in 1845, Douglass’s teenage years were some of his most challenging. He became viewed as a “troublemaker.” He was hired out to different farmers in the area, including one who had the reputation as an “effective slave breaker” and was especially cruel. Knowing that a larger world awaited and facing a terrible quality of life, Douglass attempted an escape in 1836. The escape failed and he was put in jail. Douglass was surprised to be released. He was sent not to the deep South as he had feared, but instead, back to Baltimore and the family of Hugh Auld, to learn the trade of caulking at the shipyards. While working there, Douglass was subjected to the animosities of his white coworkers, who beat him mercilessly—and were never arrested for it because a white witness would not testify and the word of a Black man was not admissible. He continuously dreamt of escape.
In this first memoir, Douglass provides great detail into his early life. However, because he was still a fugitive at the time of publication, he omitted details related to his escape. / THF8133
Recalling the ships on Chesapeake Bay, Douglass wrote:
“Those beautiful vessels, robed in purest white, so delightful to the eye of the freemen, were to me so many shrouded ghosts, to terrify and torment me with thoughts of my wretched condition. You are loosed from your moorings and are free; I am fast in my chains and am a slave! You move merrily before the gentle gale, and I sadly before the bloody whip!”
The ships’ freedom taunted him.
On September 3rd, 1838, Douglass courageously escaped slavery. Dressed as a sailor and using borrowed documents, he boarded a train, then a ferry, and yet another train to reach New York City—and freedom. His betrothed, a free Black woman named Anna Murray, followed, and soon after they were married. Frederick and Anna Murray Douglass moved to New Bedford, Massachusetts, with hopes that Frederick could find work as a caulker in the whaling port. Instead, he took on a variety of jobs—but, finally, the money he earned was fully his.
The American Anti-Slavery Society & the Abolitionists
While living in New Bedford, Douglass encountered William Lloyd Garrison’s abolitionist newspaper, The Liberator, for the first time. Douglass later wrote that the paper “took its place with me next to the Bible.” The Liberator introduced to Douglass the official abolitionist movement.
In August of 1841, Douglass attended an abolitionist convention. In an impromptu speech, he regaled the audience with stories of his enslaved past. William Lloyd Garrison and other leading abolitionists noticed—Douglass’s career as an abolitionist orator had begun. Douglass became a frequent speaker at meetings of the American Anti-Slavery Society. His personal story of life enslaved humanized the abolitionist movement for many Northerners—and eventually, the world.
This copy of William Lloyd Garrison’s The Liberator was published on August 16, 1839—around the time when Douglass first encountered the paper. /THF621979
Douglass was also supportive of the women’s suffrage movement. He spoke at the famous Seneca Falls Convention of 1848 in support of women’s rights. In fact, the motto of his newspaper, The North Star, was “Right is of no sex—Truth is of no color—God is the Father of us all, and we are brethren.”
While Douglass forcefully supported women’s suffrage, some of his actions put him at odds with others in the movement. He supported the adoption of the 14th amendment, ratified in 1868, which guaranteed equality to all citizens—which included Black and white males, including the formerly enslaved. It did not include women. He also supported adoption of the 15th amendment, ratified in 1870, which secured Black males the right to vote. Again, the amendment excluded women. Although a dedicated women’s rights activist, Douglass supported the adoption of the 14th and 15th amendments as he believed the matter to be “life or death” for Black people. This put him in disagreement with Elizabeth Cady Stanton and Susan B. Anthony, two of the leaders of the women’s suffrage movement, as well as his friends. Despite this disagreement about timing, Douglass would continue to lecture in support of women’s equality and suffrage until his death.
John Brown’s Raid
Douglass was well-acquainted with famous abolitionist leader John Brown, first meeting him in 1847 or 1848. Brown became known for leading a raid on the armory at Harpers Ferry, Virginia, in 1859, intending to create an “army of emancipation” to liberate enslaved people. Douglass and Brown spoke shortly before John Brown’s raid. Brown had hoped that Douglass would join him, but Douglass declined. He believed that Brown was “going into a perfect steel trap, and that once in he would not get out alive.”
Douglass was right. Brown was captured during the raid and was subsequently tried, convicted, and executed. Brown became seen as an anti-slavery martyr, as the below print shows. Henry David Thoreau remarked about him, “No man in America has ever stood up so persistently and effectively for the dignity of human nature…”
A letter from Douglass was found among John Brown’s belongings, leading to warrants for Douglass’s arrest as a conspirator. He was lecturing in Philadelphia at the time of the discovery. John Hurn, Philadelphia’s telegraph operator, was sympathetic to the abolitionist cause. He received a dispatch for the sheriff calling for Douglass’s arrest and both sent a warning to Douglass and delayed relaying the dispatch to the sheriff. Douglass fled and made it to Canada, narrowly escaping arrest. He then went abroad on a lecture tour, resisting apprehension in the States.
The text on this Currier & Ives print reads “John Brown—The Martyr: Meeting a Slave Mother and her Child on the steps of Charlestown Jail on his way to Execution. Regarding them with a look of compassion Captain Brown stooped and kissed the Child then met his fate." This did not actually occur, but became popular lore, as well as the subject of artwork and literature. / THF8053
The Civil War & Abraham Lincoln
In 1860, Abraham Lincoln was elected President of the United States. At the time, Douglass was not optimistic about the cause of abolition under Lincoln’s presidency. As tensions between the North and South grew and Civil War loomed, Douglass welcomed the impending war. As biographer David Blight states, “Douglas wanted the clarity of polarized conflict.”
Douglass got involved in the war effort through the recruitment of Black soldiers. Two of his sons, Charles and Lewis, joined the 54th Massachusetts Regiment, the second Black regiment in the Union Army. Douglass first met President Abraham Lincoln in August 1863, when he visited the White House to discuss grievances against Black troops. Even without an appointment and a room full of people waiting, Douglass was admitted to see Lincoln after just a few minutes.
Two of Frederick Douglass’s sons, Lewis and Charles, fought with the 54th Massachusetts Colored Regiment. Lewis Douglass was appointed Sergeant Major, the highest rank that a Black person could then hold. / THF73704
Douglass would go on to advise Lincoln over the following years. After Lincoln’s second inaugural address, he asked Douglass his thoughts about it, adding, “There is no man in these United States whose opinion I value more than yours.”
On February 1, 1865, Lincoln approved the Joint Resolution of the United States Congress proposing the 13th Amendment to the Constitution—the “nail in the coffin” for the institution of slavery in the United States. But before the 13th Amendment could be ratified, Lincoln was assassinated by John Wilkes Booth on April 15, 1865. While Douglass and Lincoln certainly disagreed on many topics, Douglass remembered him fondly. In his eulogy, Douglass called Lincoln “the Black man’s president: the first to show any respect to their rights as men.”
After the Civil War and even after Reconstruction, Douglass held high-ranking government appointments—often becoming the first Black person to do so. Douglass was appointed the Minister Resident and Consul General to Haiti in 1889.
While Douglass certainly supported the 13th Amendment’s abolition of slavery, he did not think it went far enough. He remarked, “Slavery is not abolished until the black man has the ballot. While the legislatures of the south retain the right to pass laws making any discrimination between black and white, slavery still lives there.” / THF118475
Douglass continued to lecture in support of his two primary causes—racial equality and women’s suffrage—until the very end. On February 20, 1895, he attended a meeting of the National Council of Women, went home, and suffered a fatal heart attack. He was 77 years old.
Frederick Douglass remains one of the most inspirational figures in American history. We can still feel the weight of the words he wrote and spoke, more than 125 years after his passing. Douglass said, “Memory was given to man for some wise purpose. The past is … the mirror in which we may discern the dim outlines of the future and by which we may make it more symmetrical.” This work continues.
Frederick Douglass remains a powerful symbol of the fight for racial justice and equality. Here, his image graces the cover of Ebony Magazine’s issue celebrating the 100th anniversary of the Emancipation Proclamation. / THF98736_REDACTED
Katherine White is Associate Curator, Digital Content, at The Henry Ford. She appreciated the recently published book by David Blight, Frederick Douglass: Prophet of Freedom, as she conducted research for this post.
This April 1956 issue of Liberation magazine featured the Montgomery bus boycott on its cover. / THF139343
In the 2021 book, Time to Teach: A History of the Southern Civil Rights Movement, Civil Rights movement leader Julian Bond (1940–2015) stated that the Montgomery bus boycott provides a case study of how a social movement starts, develops, and grows. Such movements, Bond continued, begin with a concrete, precipitating event (in this case, Rosa Parks’s arrest), but they are usually the result of known or shared incidents on the part of the participants. A successful movement, he added, contains agitation, fosters fellowship, sustains morale, and develops tactics. The Montgomery bus boycott embodied all of these things—aided by both the words and actions of well-known leaders, such as Reverends Martin Luther King, Jr., and Ralph Abernathy, and the active involvement of countless others.
This 1957 comic book, produced by the international Fellowship of Reconciliation, highlighted the leadership of Martin Luther King, as well as featuring Rosa Parks and the Montgomery bus boycott. / THF110738
How did the Montgomery bus boycott begin? By 1955, Black activists and community leaders in Montgomery, Alabama, were exploring the idea of a city-wide bus boycott—an organized refusal to ride the buses after decades of humiliating incidents and indignities that the Black community suffered. But they knew they would need the united support of the city's African American bus riders, a notion that was unprecedented, untested, and likely to fail, given past experience. After some fits and starts in trying to find an appropriate test case, they finally found that test case when Rosa Parks was arrested on December 1, 1955, for refusing to give up her seat to a white man on a city bus. Rosa Parks’s arrest led directly to a city-wide bus boycott, during which members of the Black community willingly walked, shared rides, and worked out carpools for 381 days—despite continual resistance from white segregationists in the community.
Bus in which Rosa Parks refused to give up her seat, currently in Henry Ford Museum of American Innovation. / THF134576
Accompanying The Henry Ford’s acquisition of the Rosa Parks bus in 2001 was a binder of newspaper clippings recounting the events of Rosa Parks’s arrest and the ensuing bus boycott in Montgomery, Alabama. These had been clipped, dated, taped onto pieces of blank white paper, and compiled in chronological order into a binder by Montgomery bus station manager Charles “Homer” Cummings.
I had initially naively thought that these articles would contain a neat, objective recounting of the bus boycott. A closer perusal, however, revealed that this was, of course, not the case. Newspaper journalists write with a story-based angle in mind, one that will capture the attention of their readers—and these accounts are no exception. Moreover, even though the newspapers included here—primarily the Montgomery Advertiser—had a large following among both Black and white citizens, the journalists who wrote these articles were white, as were the newspaper company owners, the Montgomery city bus company owners and operators, and the local Montgomery government that maintained ties with both of these.
Keeping these perspectives in mind, this selection of clippings—with occasional added content to provide context—provides a portal to the events that unfolded during the first three months of the twelve-month boycott. These clippings not only offer a powerful lens into how quickly and deeply the boycott divided members of the Montgomery community, but they also uncover a clear sense of the Black community’s collective strength and resilience when faced with continual obstacles.
Note that the images below were adapted from the original articles to emphasize the headlines; if you want to read the entire articles or see the original scrapbook pages, you can find links to those pages in the image captions.
“5000 at Meeting Outline Boycott; Bullet Clips Bus,” by Joe Azbell, Montgomery Advertiser, December 5, 1955 / adapted from THF147008
As the boycott began, an estimated 90–100% of local African Americans chose to participate. They walked, shared rides, and worked out carpools
This “mass demonstration of black pride” took by surprise the city’s white leaders, who were certain the boycott would end soon. Mayor W.A. Gayle was said to have remarked, “comes the first rainy day and the Negroes will be back on the buses.
But the Black community held fast and strengthened their resolve, inspired by ongoing mass meetings led by community and church leaders. Reverend Martin Luther King, Jr., arose as a key leader, increasingly articulating a vision for nonviolent protest.
“Negroes to Continue Boycott,” Montgomery Advertiser, December 5, 1955 / adapted from THF147011
According to this article, on the evening of the first day of the boycott, “an estimated 5000 hymn-singing Negroes” packed the Holt Street Baptist Church and voted to continue “a racial boycott against the Montgomery City buses.” The “emotional group” unanimously passed a resolution “with roaring applause” to extend the boycott beyond the first day, refraining from riding city buses “until the bus situation is settled to the satisfaction of its patrons.”
Detailed in the article is the speech given at the meeting by “the Rev. M.L. King, pastor of the Dexter Avenue Baptist Church,” who told the crowd that the “tools of justice” must be used to attain the “day of freedom, justice and equality.” He urged “unity of Negroes,” for “we must stick together and work together if we are to win and we will win in standing up for our rights as Americans.”
City officials assumed there would be violence but found little. The headline of this article reported that a bullet hit the rear of a city bus but further reading revealed that the bus driver could not determine from where it had been fired.
“Bus Boycott Conference Fails to Find Solution,” Montgomery Advertiser, December 9, 1955 / adapted from THF147024
On December 8, a delegation of Black leaders issued a formal list of requests to the city bus company and political officials, one of several attempts to reach a compromise. Led by Rev. King, the Black delegation assured bus company officials that “they were not demanding an end to segregated seating (as this was the law).” Instead, they issued three requests: more courteous treatment on the buses; the hiring of Black drivers on routes serving Black neighborhoods; and a first-come-first-serve seating by race, back to front and front to back, with no one having to give up their seat or stand over an empty seat.
City and bus company officials expressed surprise at these grievances and refused to comply with them. The bus company responded only by disciplining a few of its employees while avoiding the larger questions of systemic racial inequity and injustice on city buses. They also declared that they had no intention of hiring “Negro drivers” (stating “the time is not right in Montgomery”) and dismissed the third demand as illegal under existing segregation laws.
According to the article, Rev. King’s response was simple: “We are merely trying to peacefully obtain better accommodations for Negroes.”
“Notice to Bus Patrons,” Montgomery Advertiser, December 10, 1955 / adapted from THF147026
The Montgomery city bus company, lacking its usual business, soon raised fares, cut services to Black neighborhoods, begged local citizens to use the buses for Christmas shopping, and asked the city for help. The year ended with the mayor and other city officials determined to get tough, to find new ways of dealing with the Black community’s united display of nonviolent resistance to segregation with their own united response.
“Negro Rule in Boycott Is to Walk,” Alabama Journal, December 12, 1955 / adapted from THF147029
As the boycott continued into the second week, Black taxicab operators told their drivers to charge only 10 cents a person for Black passengers—the same price as bus fare. Almost immediately, Police Commissioner Clyde Sellers threatened to arrest any Black taxi driver who charged less than the minimum 45-cent fare.
Responding to this, Black leaders implemented a carpool system to support citizens taking part in the boycott. They called on car owners to volunteer their vehicles and urged those with licenses to volunteer as drivers. Ministers also volunteered to drive cars. These “car pools” had to be organized and executed precisely, with an intricate web of pickup and drop-off points that were developed by postal workers who knew the layout of neighborhoods.
Eventually 275 to 300 Black-owned vehicles transported thousands of boycotters, while thousands more walked. As the article described, “None thumbed rides. As each car passed, the Negro driver would inquire of the men and women on the street corner where they were going. If they were going in the same direction, they loaded in.” In addition, “scores of Negroes were walking, their lunches in brown paper sacks under their arms. None spoke to white people. They exchanged little talk among themselves. It was an event almost solemn.”
While the newspaper article claimed that the police were out in force to “protect” the boycotters, in fact, police harassment was formidable. Local police pulled over cars, intimidated drivers, and gave tickets for real or imagined infractions.
“White Citizens of Central Alabama / Rally to the Support of Your Central Alabama Citizens Council,” Montgomery Advertiser, December 15, 1955 / adapted from THF147035
This announcement is a membership appeal to white segregationists in the Montgomery community. In Fall 1955, a local group of the White Citizen’s Council (WCC) had been established in Montgomery to provide organized economic, political, and at times physical resistance to impending desegregation. Before the boycott, the council had less than 100 members. But after the boycott started, membership swelled to 14,000 members in three months.
The WCC played an increasing role in public life, believing that white citizens’ way of life was under siege. Whites were pressured to join—in fact, it was dangerous to be white and not join, as such people could be accused of sympathizing with the Black community.
“Mayor Stops Boycott Talk,” Montgomery Advertiser, January 24, 1956 / adapted from THF147077
In January, tensions were rising. The Montgomery bus company was on the verge of bankruptcy. WCC members supported economic reprisals. Mayor Gayle, who had been previously known as “pleasant and easy to approach,” now felt increased pressure from hardline segregationists, and urged putting an end to the boycott. Leaders of the Black community continued to take the stance that, “More than 99 per cent of the Negro citizens of Montgomery have stated their positions and it remains the same. The bus protest is still on and it will last until our proposals are given sympathetic treatment.”
But Mayor Gayle had had enough. This article describes his new “get tough” policy—stating that he would hold the line against integration and that there would be “no more discussions with the Negro boycott leaders until they are ready to end the boycott.” According to the article, Gayle remarked that, “We have pussyfooted around on this boycott long enough and it has come time to be frank and honest.” Furthermore, he made the accusation that, “The Negro leaders have proved they are not interested in ending the boycott but rather in prolonging it so that they may stir up racial strife.”
The city commissioners and members of the WCC were convinced that most Blacks wanted to ride the buses, but that they were tricked and manipulated by the boycott leaders, whom city officials began to refer to as “a group of Negro radicals.” Furthermore, they assumed that there was a single instigator behind the boycott, someone behind it who was inciting otherwise cooperative Black community members to boycott. They pinpointed Rev. King as that instigator, certain that getting rid of him would put an end to the boycott once and for all. They attacked King through words (calling him, among other names, a “troublesome outsider”) and, soon, through action.
“End to Free ‘Taxi Service,’”Montgomery Advertiser, January 25, 1956 / adapted from THF147081
One of Mayor Gayle’s first moves in his new “get tough” policy was to crack down on Black carpool drivers, especially urging white Montgomerians to halt the practice of using their automobiles as “taxi services for Negro maids and cooks who work for them.” As Gayle remarked, “When a white person gives a Negro a single penny for transportation or helps a Negro with his transportation, even if it’s a block ride, he is helping the Negro radicals who lead the boycott.” He also insisted, “We are not going to be a part of any program that will get Negroes to ride the buses again at the price of the destruction of our heritage and way of life.”
At this point, police were told to step up their issuing of tickets to Black drivers, whether they were deserved or not. They also harassed boycotters waiting at pickup stations, accusing some of “vagrancy.”
“None Injured after Bombing of King Home,” Montgomery Advertiser, January 31, 1956 / adapted from THF147091
Once city and WCC leaders (now one and the same) decided that Rev. King was the “ringleader” of the boycott, they focused their efforts on going after him. They arrested him for speeding and threw him in jail—attracting bigger and noisier mass meetings and more determination by the Black community to continue the boycott. King received threatening letters and phone calls from both angry white segregationists and members of the Ku Klux Klan.
This anger led to outright violence on January 30, when a bomb was thrown through a window of King’s home. As a crowd of about 300 anxious members of the Black community gathered outside his house, Rev. King asked the group to be “peaceful.” “I did not start this boycott,” he told the crowd. “I was asked by you to serve as your spokesman. I want it to be known the length and breadth of this land that if I am stopped this movement will not stop. If I am stopped our work will not stop. For what we are doing is right. What we are doing is just. And God is with us.”
"Grand Jurors Told to Probe Legality of Bus Boycott," Alabama Journal, February 13, 1956 / adapted from THF147126
The month of February saw both sides digging in, strengthening their resolve. The racial divide grew wider. White pushback increased, with more arrests. Black determination gained strength.
Continuing the Mayor’s “get tough” policy, a local circuit judge impaneled a Montgomery County grand jury to determine whether the bus boycott was legal. “If it is illegal,” Mayor Gayle said, “the boycott must be stopped.” He declared the jurors to be the “supreme inquisitorial body” and called the grand jury system “democracy in action.”
“Plan to End Bus Boycott is Rejected,” Mobile Register, February 21, 1956 / adapted from THF147150
This article reports that, on the eve of the grand jury report, Black leaders rejected a supposed “compromise plan for ending the boycott.” They argued that they did not see any change. The proposed seating was similar to the plan they had already rejected. Promises for driver courtesy were not called out and individual bus drivers still had the authority to assign seats. Finally, boycotters were not promised that there would be no retaliation against them for their participation in the boycott. At a mass meeting, the Black community voted to continue the boycott with a count of 3,998 to 2.
In “a prepared statement following the meeting,” Rev. Ralph Abernathy stated that, “We have walked for 11 weeks in the cold and rain. Now the weather is warming up. Therefore, we will walk on until some better proposals are forthcoming from our city fathers.”
“The protest is still on,” he confirmed, “and approximately 50,000 colored persons have stated that they will continue to walk.”
“75 Nabbed by Deputies on Boycott Indictments,”Montgomery Advertiser, February 23, 1956 / adapted from THF147165
The city called more than 200 Blacks to testify before the grand jury, including King, 23 other ministers, and all carpool drivers. The indictment was based upon an obscure 1921 state law prohibiting boycotts “without just cause or legal excuse” (and referencing an earlier 1903 law that outlawed boycotts in response to Black streetcar protests). Those indicted were accused of taking an “active part in the 12-week-old racial boycott” against the Montgomery City lines buses.
Rev. Abernathy called it a “a great injustice.” Many indicted boycott leaders showed defiance by voluntarily turning themselves in and drawing attention away from singular blame on Martin Luther King. Hundreds of Black spectators shouted encouragement, cheered, and applauded as leaders showed up one by one to be “taken through the arrest process at the county jail.” The act of being arrested had become a badge of honor.
"Boycotters Plan ‘Passive’ Battle," Montgomery Advertiser, February 24, 1956 / adapted from THF147180
The boycott indictments strengthened the resolve of the Black community. At a mass meeting that an estimated 5,000 attended, Black leaders called for a Prayer and Pilgrimage Day and asked all Black citizens to walk that day.
The Central Alabama White Citizens Council was incensed about the continuation of the boycott. State Senator Sam Englehardt of Macon County, Chairman of the Central Alabama Citizens’ Council, said, “If these people [who were indicted] succeed in getting the Negroes of Montgomery to break this law, and get away with it, then who’s to say what unlawful act they will advocate next?”
Rosa Parks reflected the feelings of the Black community that day by remarking, “The white segregationists tried to put pressure to stop us. Instead of stopping us, they would encourage us to go on.”
These events, as documented through a selection of newspaper clippings compiled in a bus manager’s scrapbook, mark just the first three months of the Montgomery bus boycott. The boycott went on to last more than one year—381 days to be exact—with members of the Black community enduring continual arrests, bombings, jailing, threats, and general harassment until the U.S. Supreme Court finally declared segregation on Alabama buses to be unconstitutional. Before it was over, it would become what Julian Bond referred to in his book as nothing short of “a struggle to achieve democracy in the mid-20th century.”
Donna Braden is Curator of Public Life at The Henry Ford. Many thanks also to Hannah Glodich, Graphic Designer at The Henry Ford, for adapting the original scrapbook pages into the images shown in this post.
A pattern of Black activism exists, a pattern evident in the work of individuals who dedicate themselves to improving the health and wellbeing of others. These individuals may best be described as “food soldiers.” They arm themselves with evidence from agricultural and domestic science. They build their defenses one market garden at a time. They ally with grassroots activists, philanthropists, and policy makers who support their cause. Past action informs them, and they in turn inspire others to use their knowledge to build a better nation.
June Sears, Rosemary Dishman, and Dorothy Ford Discussing Women's Nutrition, May 1970. / THF620081
Food is one of life’s necessities (along with clothing and shelter). Centuries of legal precedent confirmed the need for employers to provide a food allowance (a ration), as well as clothing and shelter, to “bound” employees. For example, a master craftsman had to provide life’s necessities to an indentured servant, contracted to work for him for seven years, or a landowner was legally required (though adherence and enforcement varied) to provide food, clothing, and shelter to an enslaved person, bound to labor for life. This legal obligation changed after the Civil War with the coming of freedom.
Landowner R.J. Hart scratched out the clause in a contract that obligated him to furnish “healthy and substantial rations” to a freedman in 1868. Hart instead furnished laborer Henry Mathew housing (“quarters”) and fuel, a mule, and 35 acres of land. In exchange, Mr. Mathew agreed to cultivate the acreage, to fix fencing, and to accept a one-third share of the crop after harvest. The contract did not specify what Mr. Mathew could or should grow, but cotton dominated agriculture in the part of Georgia where he lived and farmed after the Civil War.
Cotton is King, Plantation Scene, Georgia, 1895 / THF278900
This new agricultural labor system—sharecropping—took hold across the cotton South. As the number of people laboring for a share of the crops increased, those laborers’ access to healthy foods decreased. Instead of gardening or raising livestock, sharecroppers had to concentrate on cash-crop production—either cotton or more localized specialty crops such as sugar cane, rice, or tobacco. Anything they grew for themselves on their landlord’s property went first to the landlord.
Postcard, "Weighing Cotton in the South," 1924 /THF8577
With no incentive or opportunity to garden, sharecroppers had few options but to buy groceries on credit from local merchants, who often were also the landowners. A failed crop left sharecroppers even more indebted, impoverished, and malnourished. This had lasting consequences for all, but race discrimination further disadvantaged Black Southerners, as sociologist Stewart Tolnay documented in The Bottom Rung: African American Family Life on Southern Farms (1999).
As food insecurity increased across the South, educators added agricultural and domestic science to classroom instruction. Many schools, especially land-grant colleges, gained distinction because of this practical instruction. Racism, however, limited Black students’ access to education. Administrators secured private funding to deliver similar content to Black students at private institutes and at a growing number of public teacher-training schools across the South.
Microscope Used by George Washington Carver, circa 1900, when he taught agricultural science at Tuskegee Normal and Industrial Institute, as it was known at the time. / THF163071
Lessons in domestic science aligned with agricultural science most obviously in courses in market gardening. A pamphlet, Everyday Life at Hampton Institute, published around 1907, featured students cultivating, harvesting, and marketing fresh fruits and vegetables. Female students also processed and preserved these foods in domestic science classes. Graduates of these programs stood at the ready to share nutrition lessons. Many, however, criticized this training as doing too little to challenge inequity.
Sixth Street Market, Richmond, Va., 1908-1909 / THF278870
Nature Study and Children's Gardens, circa 1910, page 6 / THF213304
Opportunity increased as the canning industry offered new opportunities for farm families to produce perishable fruits and vegetables for shipment to processors, as well as for home use. Black experts in agriculture and domestic science encouraged Black landowning farm families that could afford the canning equipment to embrace this opportunity. These families also had some local influence and could encourage broader community investment in new market opportunities, including construction of community canning centers and purchase of canning equipment to use in them.
The Canning and Preserving of Fruits and Vegetables in the Home, 1912 / THF288039
Nutritionists who worked with Black land-owning farm families reached only about 20 percent of the total population of Black farmers in the South. Meeting the needs of the remaining 80 percent required work with churches, clubs, and other organizations. National Health Week, a program of the National Negro Business League, began in 1915 to improve health and sanitation. This nation-wide effort put the spotlight on need and increased opportunities for Black professionals to coordinate public aid that benefitted families and communities.
Nutritionists advocated for maternal health. This studio portrait features a woman with two children, circa 1920, all apparently in good health./ THF304686
New employment opportunities for nutritionists became available during the mid-1910s. Each Southern state created a “Negro” Division within its Agricultural Extension Service, a cooperative venture between the national government’s U.S. Department of Agriculture and each state’s public land-grant institution. Many hired Black women trained at historically Black colleges across the South. They then went on the road as home demonstration agents, sharing the latest information on nutrition and food preservation.
Woman driving Chevrolet touring car, circa 1930. Note that the driver of this car is unidentified, but she represents the independence that professional Black women needed to do their jobs, which required travel to clients and work-related meetings. / THF91594
Class identity affected tactics. Black nutritionists were members of the Black middle class. They shared their wellness messages with other professional women through “Colored” women’s club meetings, teacher conferences, and farmer institutes.
Home economics teachers and home demonstration agents worked as public servants. Some supervisors advised them to avoid partisanship and activist organizations, which could prove difficult. For example, the National Association for the Advancement of Colored People (NAACP), most noted for attacking inequity through legal challenges, first hosted Baby Contests in 1924. These contests had double meanings. For nutritionists, healthy babies illustrated their wellness message. Yet, “Better Baby” contests had a longer history as tools used by eugenicists to illustrate their race theory of white supremacy. The most impoverished and malnourished often benefitted least from these middle-class pursuits.
Button, National Association for the Advancement of Colored People, 1948 / THF1605
Nutrition became increasingly important as science linked vitamins and minerals to good health. While many knew that poor diets could stunt growth rates and negatively affect reproductive health, during the 1920s and 1930s medical science confirmed vitamins and minerals as cures for some diseases that affected children and adults living in poverty. This launched a virtual revolution in food processing as manufacturers began adding iodine to salt to prevent goiters, adding Vitamin D to milk to prevent rickets, and adding Vitamin B3 to flour, breads, and cereals to prevent pellagra.
"Blue Boy Sparkle" Milk Bottle, 1934-1955 / THF169283
It was immediately obvious that these cures could help all Americans. The American Medical Association’s Committee on Foods called for fortifying milk, flour, and bread. The National Research Council first issued its “Recommended Dietary Allowances” in 1941. Information sharing increased during World War II as new wartime agencies reiterated the benefits of enriched foods.
World War II Poster, "Enrichment is Increasing; Cereals in the Nutrition Program," 1942 / THF81900
Black nutritionists played a significant role in this work for many reasons. They understood that enriched foods could address the needs of Black Americans struggling with health concerns. They knew that poverty and unequal access to information could slow adoption among residents in impoverished rural Black communities. Black women trained in domestic science or home economics also understood how racism affected health care by reducing opportunities for professional training and by segregating care into underfunded and underequipped doctor’s offices, clinics, and hospitals. That segregated system further contributed to ill health by adding to the stress level of individuals living in an unequal system.
Mobilization during World War II offered additional opportunities for Black nutritionists. The program for the 1942 Southern Negro Youth Conference at Tuskegee Institute addressed “concrete problems which the war has thrust in the forefront of American life.” Of the conference’s four organizing principles, two spoke directly to the aims of food soldiers: "How can Negro youth on the farms contribute more to the nation’s war production effort?” and “How can we strengthen the foundations of democracy by improving the status of Negro youth in the fields of: health and housing; education and recreation; race relations; citizenship?”
Program for the 5th All -Southern Negro Youth Conference, "Negro Youth Fighting for America," 1942 / THF99161
Extending the Reach
Food soldiers knew that the poorest suffered the most from malnutrition, but times of need tended to result in the most proactive legislation. For example, high unemployment during the Great Depression led to increased public aid. The Works Progress Administration (WPA) built new schools with cafeterias and employed dieticians to establish school lunch programs. Impoverished families also had access to food stamps to offset high food prices for the first time in 1939 through a New Deal program administered by the U.S. Department of Agriculture.
Elizabeth Brogdon, Dietitian at George Washington Carver School, Richmond Hill, Georgia, circa 1947 / THF135669
Elizabeth Speirs Brogdon (1915–2008) opened school lunchrooms under the auspices of the WPA in 19 Georgia counties for six years. She qualified for her position with a B.S. in home economics from Georgia State College for Women, the state’s teacher’s college, and graduate coursework in home economics at the University of Georgia (which did not officially admit women until after she was born).
While Mrs. Brogdon could complete advanced dietetics coursework in her home state, Black women in Georgia had few options. The Georgia State Industrial College for Colored Youth, designated as Georgia’s Black land-grant school at the time, did not admit women as campus residents until 1921, and did not offer four-year degrees until 1928. Black women seeking advanced degrees in Home Economics earned them at Northern universities.
Flemmie Pansy Kittrell (1904–1980), a native of North Carolina and graduate of Virginia’s Hampton Institute, became the first Black woman to hold a PhD in nutrition (1938) from Cornell University. Her dissertation, “A Study on Negro Infant Feeding Practices in a Selected Community of North Carolina,” indicated the contribution that research by Black women could have made, if recognized as valid and vital.
Increased knowledge of the role of nutrition in children’s health informed Congress’s approval of the National School Lunch Program in 1946. In addition to this proactive legislation, some schools, including the school in Richmond Hill, Georgia, where dietitian Elizabeth Brogdon worked, continued the tradition of children’s gardens to ensure a fresh vegetable supply.
Child in a School Vegetable Garden, Richmond Hill, Georgia, circa 1940 / THF288200
The pace of reform increased with the arrival of television. The new medium raised the conscience of the nation by broadcasting violent suppression of peaceful Civil Rights demonstrations. This coverage coincided with increased study of the debilitating effects of poverty in the United States. Michael Harrington’s book The Other America (1962) increased support for national action to address inequity, including public health. President Lyndon Baines Johnson’s “War on Poverty” became a catalyst for community action, action that Kenneth Bancroft Clark analyzed in A Relevant War Against Poverty (1969).
Michigan examples indicate how agricultural policy expanded public aid during the 1960s. President Johnson’s War on Poverty expanded public programs. This included a new Food Stamp Program in 1964, a recommitment to school lunch programs, and new nutrition education programs, all administered through the U.S. Department of Agriculture.
Nutritionists, including June L. Sears, played a central role in implementing this work.
“June Sears, Rosemary Dishman, and Dorothy Ford Discussing Women's Nutrition,” May 1970. Rosemary Dishman served as a program aide and Dorothy Ford as supervising aide for Michigan’s Expanded Nutrition Program. / THF620081
Mrs. Sears earned her bachelor’s and master’s degrees from Wayne State University in Detroit and taught home economics before becoming the “Family Living Agent” in the Cooperative Extension Service of Michigan State University (Michigan’s land-grant university). In that capacity, she, along with Rosemary Dishman and Dorothy Ford, worked with low-income families in two metropolitan Detroit counties (Wayne and Oakland), educating them about nutrition and meal planning. The USDA’s Expanded Food and Nutrition Education Program (EFNEP), funded in 1969, sustained this work.
Detroit Mayor Coleman Young explained in February 1975 that as many as 200,000 of his city’s 1.5 million citizens were undernourished. This extreme need existed despite efforts to address food insecurity, documented as an issue that mobilized protestors during the violent summer of 1967. Then, investigations by Detroit-based Focus: HOPE, a community advocacy organization, confirmed that food was more expensive for lower-income Detroiters than for some wealthier suburbanites, a condition now described as a “food desert.”
“Depression's Harsh Impact at the Focus: HOPE Food Prescription Center in Detroit” Photograph, March 1975 / THF620068
Focus: HOPE staff opened a “Food Prescription Center,” stocked with USDA commodities that included enriched farina wheat cereal, canned meats, and other supplements.
Commodity packaging has changed, as has farm policy over the years, but nutrition remains foundational to human health and well-being, and private and public partnerships remain essential to meeting need. The work continues with organizations such as Diversify Dietetics, Inc., which exists “to increase the racial and ethnic diversity in the field of nutrition.”
Food & Freedom
While nutritionists worked with schools, cooperative demonstration programs, and public service organizations, another brigade of food soldiers linked farming to full citizenship.
Mississippi activist Fannie Lou Hamer built her freedom struggle around land ownership and family farming. She founded Freedom Farms Cooperative to provide land to displaced sharecroppers, where they could grow crops and livestock and build self-esteem.
In August 1963, 250,000 people gathered in the U.S. capital to participate in the “March on Washington.” They gathered to demand effective civil rights legislation, to end racial discrimination and school desegregation, and for fair housing and employment opportunities.
These silkscreen prints, on exhibit in With Liberty and Justice for All in Henry Ford Museum of American Innovation, belong to a portfolio created by artist Louis Lo Monaco. In partnership with the National Urban League, 500 portfolios were sold for one dollar each as a fundraiser for the March. A pamphlet inside the portfolio’s front pocket anticipated the event would be “a living petition … it will be orderly, but not subservient. It will be proud, but not arrogant. It will be non-violent, but not timid.”
Lo Monaco’s portfolio of five collages “remixed” troubling photographs from Life magazine. They depicted “instruments of brutality” and threats to Democracy: a police attack dog, a firehose turned on a protester, hate symbols, and a Black man imprisoned behind the stripes of the American flag. The portfolio’s introductory text tells us: “This memento … will inspire us to assert man's decency and goodness through an understanding of anguish."
One of the prints from the “We Shall Overcome” Print Portfolio: "A Jail Can Only Hold a Man's Body - His Mind and Heart Remain Free” / THF93154
This visual memento remains a powerful and relevant reminder, even today. It mirrors recent imagery of systemic racism and ongoing protests in America—almost 60 years later. It reminds us that every day, Black, Indigenous, and People of Color are unfairly asked to put themselves at risk to simply live within and speak out against a culture of imbalance.
Expressive print imagery and graphic design was—and continues to be, today—a powerful vehicle for communication at political protests. Far from being static documents, portable images like those created by Lo Monaco help to inspire communal action, equitable justice, and peace.
This post was adapted from a stop on our forthcoming “Stories of Black Empowerment” tour of Henry Ford Museum of American Innovation in the THF Connect app, written by Kristen Gallerneaux, Curator of Communications & Information Technology at The Henry Ford. To learn more about or download the THF Connect app, click here.
Joint Resolution of the United States Congress, Proposing the 13th Amendment to abolish slavery, February 1, 1865 / THF118475
December 6, 2020, marks the 155th anniversary of the ratification of the Thirteenth Amendment, which legally abolished slavery.
The Emancipation Proclamation, first made public by President Abraham Lincoln in September 1862, laid the foundation for this amendment. With this presidential proclamation and executive order, President Lincoln hoped to counteract severe Union losses during the Civil War by calling on all Confederate states to rejoin the Union within 100 days (by January 1863) or the proclamation would declare enslaved people “thenceforward, and forever free.” On January 1, 1863, President Lincoln proceeded to sign this document, announcing freedom to all enslaved people in the Confederacy. It helped enlist needed support for the war from abolitionists and pro-union and anti-war supporters. But it was not a legal document, and Lincoln knew it.
President Lincoln and his allies in Congress soon began working to enact a constitutional amendment that would legally abolish slavery. Various versions were brought before Congress until, on April 8, 1864, the strongly pro-Union Senate approved this version of the Thirteenth Amendment as we know it today:
Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.
Section 2. Congress shall have power to enforce this article by appropriate legislation.
However, this amendment failed to pass in the House of Representatives, whose members were more split on their views. The amendment stalled until November of that year, when, upon his own reelection and with like-minded Republican gains in the House, President Lincoln urged members of the Congress to reconsider the measure and give it their utmost urgency. He enlisted members of his Cabinet and selected allies in the House to help him sway enough House member votes for the amendment to pass.
On January 31, 1865, it barely squeaked by with the requisite two-thirds majority. Upon learning of the final vote, pro-Union and anti-war members of the House erupted in shouts and cheers, while outside spectators who had filled the Capitol’s galleries (both Black and white) wept tears of joy.
On February 1, 1865, members of Congress signed this Joint Resolution of the Thirteenth Amendment, indicating that it had passed by both the Senate and the House of Representatives but had yet to receive state ratification. Although not legally required to do so, President Lincoln signed it as well. Immediately, Lincoln’s foes in both Congress and the press criticized him for wielding unseemly presidential power. But Lincoln was undeterred. Celebrating that evening, Lincoln happily announced, “This amendment is a King’s cure for all evils. It winds the whole thing up.”
It did help wind up the war. Its primary motive was, in fact, to preserve the Union by destroying the cornerstone of the Southern Confederacy. Sadly, on April 15, just as the war was winding down, President Lincoln was assassinated. Afraid that slavery might be re-established by individual states, Radical Republicans in Congress determinedly pushed the Thirteenth Amendment forward for state ratification. It was finally ratified by the requisite three-quarters of states on December 6, 1865—the date we are now commemorating.
Unfortunately, the Thirteenth Amendment was not a “cure for all evils.” Some Southern states were already instituting black codes, denying African Americans basic rights. The Thirteenth Amendment was followed by a Fourteenth and a Fifteenth—legally guaranteeing African Americans the basic rights of citizenship and the ability to vote. But these were just legal documents. Enforcing them was another matter, one fraught with violence and discrimination. African Americans would face an ongoing struggle for freedom and justice.
This is one of a limited number of original manuscript copies known to survive of the February 1, 1865, Joint Resolution of the US Congress, proposing the Thirteenth Amendment to abolish slavery. Lincoln’s signature was added by another hand.
Donna R. Braden is Senior Curator and Curator of Public Life at The Henry Ford.
Montgomery city bus in which Rosa Parks refused to move to the back, now in Henry Ford Museum of American Innovation. / THF14922
This year marks the 65th anniversary of Rosa Parks’ arrest for refusing to stand up and move to the back of this city bus from Montgomery, Alabama (above). In our previous blog posts, we have focused primarily upon the story of Rosa Parks herself—her background, character, motivation, and legacy.
In 1992, Rosa Parks visited Greenfield Village with a group of students during a "Freedom Tour" sponsored by the Raymond and Rosa Parks Foundation. After she spoke to students, she posed here in the Mattox House, the 1930s Georgia home of an African American family. / THF123775
We now take the opportunity to acknowledge the important contributions of numerous other individuals to this legacy.
Our first acknowledgment goes to those who helped lay the foundations for Rosa Parks’ act: the many black Montgomerians who put up with mistreatment and humiliation on segregated buses for years, and even decades, so that when the right time came they were ready to take collective action; to early community activists in Montgomery like Raymond Parks (Rosa’s husband), Mary Fair Burks, Rev. Vernon Johns, Rufus Lewis, Johnnie Carr, and J. E. Pierce; and to Claudette Colvin and Mary Louise Smith, who made the conscious decision to refuse to stand up and move to the back of the buses on which they rode just months before Rosa Parks.
Token used on Montgomery bus lines, about 1955 / THF8293
Second, we recognize the important work of community organizations that worked toward effecting change at the time—the Women’s Political Council, the Montgomery Improvement Association, and the Montgomery chapter of the NAACP (for which Rosa Parks had worked); to black community leaders who shaped these organizations and mobilized the black community to take action as a response to Rosa Parks’ arrest—including Jo Ann Robinson, E.D. Nixon, Rev. Ralph Abernathy, and Rev. Martin Luther King, Jr.; and to young black lawyer and activist Fred Gray for defending both Claudette Colvin and Rosa Parks as well as for bringing other notable civil rights cases to court.
Liberation Magazine from April 1956, featuring the Montgomery bus boycott on its cover. / THF139343
Finally, we acknowledge Montgomery’s black community for courageously defying the city’s segregated bus practices by boycotting Montgomery buses after Rosa Parks’ act. For 381 days, this community surmounted obstacle after obstacle created by those attempting to obstruct and put an end to this boycott. Their courage and determination set an example for others, both then and now.
The story of the Montgomery bus boycott and how it unfolded will appear in future blog posts.
For more background on the story of Rosa Parks, see:
Today, The Henry Ford mourns the passing of Damon J. Keith, a civil rights icon and courageous champion for social justice. Judge Keith was the driving force in high impact cases which shaped our local community, our country and our collective national conscience. He was a leader, scholar, beloved mentor and dear friend of many, including The Henry Ford. During his visits to our campus, he took particular delight that among the automotive, aviation, power generation and agricultural exhibits presented on the floor of the museum, a visitor could also experience our With Liberty and Justice for All exhibition which presents the story of America’s historical and ongoing struggle to live up to the ideal articulated in the preamble of the Declaration of Independence.
We were also honored to host Judge Keith as our honored guest in 2011 when The Henry Ford had the rare privilege of putting the original Emancipation Proclamation on public display. We wanted to preserve some of the special moments and memories the event generated in over 21,000 visitors who viewed the document during its 36-hour public presentation via a limited printing, non-commercial commemorative keepsake book, and we were honored to include Judge Keith’s reflections on the document’s significance as the book’s close.
Judge Keith’s passing is a true loss for Detroit, Michigan, and our nation, but his inspirational and unwavering commitment to justice and civil rights will be his living legacy.